This study examined (a) the availability of basic science materials in children"s home environment, (b) the frequency of parents" involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children"s science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children"s learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.
No abstract
The purpose of this study is to investigate the effects of access and usage of information and communication technologies (ICT) on Turkish students' mathematics achievement implemented in PISA 2009 and PISA 2012. A correlational research model was used in this study. In this study, the data which were obtained from the PISA 2009 and PISA 2012 mathematics achievement tests and from the information and communications technologies familiarity questionnaire (ICTFQ) in Turkey were used. In this study, three student level variables and two school variables of ICTFQ which are common indexes both in PISA 2009 and PISA 2012 were selected to compare the effect of ICT variables on PISA mathematics achievement implemented in different years. Two-level Hierarchical Linear Modeling (HLM) analysis was performed in the analysis of the data. As a result, the student level variables had a small or a trivial effect on mathematics achievement.
Ailelerin çocuklarının eğitimi üzerindeki belirleyici etkisi göz önünde bulundurularak, bu çalışmada ailelerin merkezi sınav başarısı ile ilgili olan (Fen Bilimleri, Matematik, Sosyal Bilgiler, Türkçe ve Yabancı Dil) ve ilgili olmayan (Beden Eğitimi, Etik, Sanat) dersleri ne kadar önemli gördükleri incelenmektedir. Bu çalışmada özelikle velilerin merkezi sınav başarısı ile ilgili olan ve olmayan bir dersi önemli görmeleri ile velilerin eğitim düzeyi, gelir seviyesi ve çocuğunun öğretim düzeyi arasındaki ilişki araştırılmıştır. Çalışmaya Sinop ilinin merkez ilçelerinden 540 veli katılmıştır. Veri analizinde betimsel istatistiklere ve lojistik regresyon analizine başvurulmuştur. Bulgular, velilerin birçoğu tarafından Matematik dersinin çocukların eğitimi için en önemli ders olarak görüldüğünü göstermiştir. Beden Eğitimi, Sanat ve Sosyal Bilgiler dersleri ise çok az sayıdaki veli tarafından çocukların eğitiminde birinci sırada önemli görülmüştür. Lojistik regresyon analizi sonuçları, velilerin merkezi sınav başarısı ile ilgili olan ve ilgili olmayan bir dersi önemli görmeleri ile velinin eğitim düzeyi ve çocuğunun öğretim düzeyi arasında anlamlı bir ilişki olduğunu göstermiştir. Çalışma bulguları, merkezi sınavların ve ailenin Türk Eğitim Sistemi üzerindeki etkisi göz önünde bulundurularak tartışılmıştır.
The aim of this study was to investigate the pre-service teachers’ metacognitive activities occurring in the teaching scientific reasoning skills with the POE technique. The participants of the research included six pre-service science teachers who were seniors in the science education department of at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. The POE Activity Report, an Activity Journal and a Semi-structured Metacognition Observation Form were used to examine the participants’ metacognitive activities. Inductive and comparative analysis was used to. It was found that (i) the pre-service teachers performed various monitoring activities (f = 13) and evaluating activities (f = 4) in the teaching of six different scientific reasoning skills (control of variables, proportional reasoning, correlation reasoning, probability reasoning, combinational reasoning, hypothetical-deductive reasoning) with the POE technique; (ii) there was more variety in metacognitive activities performed by pre-service teachers in teaching of control of variables (f = 15), there was least diversity in the teaching of hypothetical-deductive reasoning skill (f = 10). The results were discussed in line with the related literature, and suggestions were presented regarding the teaching of scientific reasoning skills.
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